A Study On The Application Of Implicit Stratified Teaching To English Reading In Senior High School

Stratified teaching means that teachers scientifically divide students into different levels according to their knowledge,ability,interests,potential and so on.Based on the students' levels,teachers set different teaching processes,learning goals,and evaluation standards to mobilize the students' learning initiative and enthusiasm,and to meet their different learning needs,which help all the students make progress.Explicit stratified teaching mainly includes mobile classes and grouping,which discloses the levels of students to public.Compared with explicit stratified teaching,implicit stratified teaching means that teachers divide students into three levels,including high,medium and low levels according to their pretest scores without breaking the big class teaching framework.Only the student himself or herself and teachers know his or her level.The standard and name list will only be the foundation of teaching and will not be published.Mainly guided by Mastery Learning Theory and Optimization of Teaching Process Theory,this study focuses on the application of implicit stratified teaching to the teaching practice of English reading in senior high school,the experiments will try to find answers for the following research questions.1.What are the effects of implicit stratified teaching on the reading interests of senior high school students?2.What are the effects of implicit stratified teaching on the reading level of senior high school students?To answer these two questions,a combination of qualitative and quantitative research method is adopted: 60 students from two parallel classes of a senior high school in Weifang City,Shandong Province were selected as experimental subjects,and the experimental class underwent a 16-week reading classes which implemented implicit stratified teaching,while the control class adopted conventional teaching approach.During the experiment,data were collected by questionnaire,survey,interview,before and after-test,and other experimental methods,and SPSS23.0 statistical software was also used for data analysis.The findings are as follows:(1)Implicit stratified teaching can stimulate high school students' interest in reading,but it has a greater impact on in-class reading interest and a smaller impact on extracurricular reading interest.(2)Implicit stratified teaching has a positive effect on the improvement of high school students' reading ability,but it has different effects on students at different levels,among which it has the greatest impact on students at lower levels.